Childminder in Lancashire

Inspection date

Previous inspection date 05/06/2014 23/07/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good understanding of how children learn. Through effective teaching, she provides enjoyable activities that are tailored to children's individual needs. Therefore, children are becoming eager learners and are making good progress in all areas of their development.  Children are happy and settled as they have formed strong relationships with the childminder. Their emotional security enables children to confidently explore the stimulating learning environment.  Strong relationships with parents and other professionals support children well. Effective sharing of information about children's individual needs enhances continuity in learning and care.  The childminder has a good knowledge of safeguarding procedures. Children's safety is supported by good quality risk assessments for the home and for outings. Consequently, children are well protected from potential harm.

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It is not yet outstanding because

 There is scope to further develop the garden area, to provide children with more interesting and challenging outdoor learning experiences. For example, incorporating more natural and opened-ended resources.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector had a tour of the childminder's home.  The inspector observed the childminder while she interacted with the children.

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Inspection activities

 The inspector looked at some paperwork, including the children's development records and the childminder's policies, procedures and risk assessments.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two grown up children in a house in the Leyland area of Preston. The whole of the ground floor and a bathroom on the first floor and the rear garden is used for childminding. The family has a pet dog. The childminder attends a toddler group and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll; all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 6am to 6pm, Monday to Friday, except bank holidays and family holidays.

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To further improve the quality of the early years provision the provider should:

 extend opportunities for children to use their investigative and problem-solving skills in the outdoors. For example, by providing a range of open-ended resources that can be used in a combination of ways.

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who attend

The childminder is experienced and has a very good understanding of the learning and development requirements. She effectively supports and extends children's learning through purposeful planned and spontaneous play experiences. She interacts with the children constantly and her quality of teaching is consistently good. The childminder is vigilant in obtaining information from parents about their children before they are placed in her care. The childminder uses this information to inform her initial assessments of children's learning and identify their individual starting points. The childminder ensures that children have access to a warm and vibrant learning environment where they can play, learn and develop. The activities and experiences she provides for children take into account their interests and stages of development and have breadth and depth across the seven areas of learning. This means they effectively extend children's learning because

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who attend

activities are interesting and individualised to meet their specific needs. Consequently, all children effectively acquire the skills needed for their future learning. However, the outdoor learning environment is less effective because there are not enough open-ended resources provided to stimulate and enhance children's critical thinking and imaginative skills. Children do however benefit from opportunities, such as planting their own sunflowers and tomatoes, which extends their understanding of the natural world. The childminder has developed useful systems to support parents to be involved in their children's learning and development. For example, she routinely shares the child's daily observation book and development file with them, holds daily discussions and provides parents with a termly written report detailing children's current progress. As a result, parents are well informed, which supports them in complementing children's learning at

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who attend

The childminder is very supportive of children in her care. She spends good quality time with them and understands the importance of promoting their communication and language and personal social and emotional development. For example, at story time children snuggle in next to her and when reading, she leaves pauses for children to fill in the gaps, extending their thinking and imagination. She skilfully questions children by asking them, 'what do you think comes next?' and 'what can you see?'. She also allows time for children to think and respond. Children's development is further enhanced through regular outings to the local playgroup and walks in the local community. These allow children the opportunity to meet new people and mix with peers. Children also learn how to build strong relationships and learn key skills, such as sharing and taking turns. Children's physical development is fostered through them having access to a range of

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who attend

equipment, such as tunnels, bikes and scooters. Children also take part activities, such as music and movement and dancing with the childminder.

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who attend

Children learn about the world through a good range of planned and spontaneous activities. For example, they learn about caring for plants in the garden and growing their own vegetables. Children are involved in events in their community, such as festivals and community fund raising events. This supports children's understanding of being part of a diverse world. Children also play with a good selection of resources that positively reflect diversity. They enjoy looking at and discussing the 'diversity book' they have recently made with the childminder. The childminder introduces mathematical language into children's play. For example, she discusses with children the different sizes of measuring cups and talks to them about the different shapes.

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The contribution of the early years provision to the well-being of children

Children are very well settled at the childminder's due to the individualised settling-in sessions. While children and their parents attend introductory visits, the childminder gathers lots of useful information to ensure she knows the children well and so that she can meet their individual needs before they are left in her care. Children demonstrate they feel safe and secure as they confidently explore the environment, interacting with the childminder when they need her. The childminder fosters children's independence well. She encourages them to tidy away toys and to help her with domestic tasks, such as setting out the table for lunch. In addition, the childminder understands the importance of ensuring children have the skills they will need for school. She demonstrates a good understanding of how she will do this and she is aware of the need to ensure this process is shared with parents and teachers. For example, she completes a transitional profile

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The contribution of the early years provision to the well-being of children

The childminder is an excellent role model for children. She uses clear and consistent strategies to manage behaviour and always offers children explanations for unwanted behaviours. Therefore, given their ages children are responsive and behave very well. The childminder supports children in keeping themselves safe. For example, children wait for her permission before they enter the dining area. This demonstrates their clear understanding of her expectations of them and that they are familiar with routines at her home. Children have access to a wide range of resources, both in and outdoors, which are safe, clean and age appropriate. These are organised well and accessible to children.

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The contribution of the early years provision to the well-being of children

Children's health is successfully supported by the childminder. Clear messages are given to children about leading healthy lifestyles. For example, they are growing their own vegetables in the garden and bake their own healthy cakes and biscuits. This allows children to further enhance their understanding of foods that are good and bad or them. The children benefit from fresh air because the childminder ensures they have daily access to the outdoor area and they routinely enjoy outings to the park and duck pond. Children learn about good hygiene practices because they play and learn in a clean environment and the childminder reminds them to wash their hands before meals. Hygiene routines at nappy times are good. The childminder uses protective equipment and sanitises the changing area after each child has been changed. This ensures children's health is well protected.

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provision

The childminder has a very good understanding of the welfare requirements and has attended lots of training, including safeguarding and first aid and food hygiene. She demonstrates a secure understanding of the possible indicators of abuse and how she would proceed should she be concerned about any child in her care. Daily checks and risk assessments both indoors and outdoors ensure that children are safe while they play and explore. As a result, children are well protected while in her care.

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provision

The childminder has a very good understanding of the learning and development requirements. She plans lots of stimulating and varied activities and experiences for children across the seven areas of learning. The childminder routinely monitors children's progress and shares this with parents regularly. The childminder understands the need to complete the progress check for children aged between two and three years. She continuously reflects and evaluates the service she provides to ensure she maintains ongoing improvements for children. For example, she uses her observations of children's interests to enhance her provision. She also seeks the views of parents in relation to their children's learning and development, by asking for daily feedback in their individual daily diaries. She then uses this information as a form of self-evaluation to improve her provision even further.

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provision

Partnerships with parents are strong and well established. Parents' comments about the childminder and the service she provides are very complimentary. The childminder liaises with teachers at local schools and ensures any messages she receives are relayed to parents. She also understands the importance of these relationships as part of children's continuous development and in particular, of those who will move on to school.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 307883 Local authority Lancashire Inspection number 876819 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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